ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading);3a explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle;3c investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock Cycle
National Standards:
Physical-Structure and properties of Matter; Interactions of Energy and Matter
Earth & Space-Geochemical Cycles; Origin and Evolution of the Earth System
Context of Lesson:
This lesson introduces the various rock types and how they are formed. It gives the students' a chance to teach each other about the types and utilizes a foldable to organize what they learn. They will then go through the rock cycle and have a review sheet on the Rock Types and their Cycle for homework.
Opportunities to Learn:
Depth of Knowledge
DOK 1- recall/reorganize any prior knowledge of rock types and the cycle
DOK 2-Organize and represent data on rock types then compare the data collected
Prerequisite Knowledge
Basics of minerals that has been covered in previous classes to distinguish the difference between a rock and a mineral. Understand that some cycles of the earth do no move solely in one direction.
Plans for Differentiating Instruction
visual representations of the rock cycle and samples of the rock types
Accommodations and modifications
unknown
Environmental factors
Classroom lay-out in grouped lab tables, with chalkboard in front, teachers desk in one front corner and door in the other. Overhead and TV with VCR available to move for use on screen that pulls down in front of the blackboard.
Materials
paper, pencil, scissors, notebook, textbook, blackboard, chalk, sample rock types, Worksheet on Rock Types/Cycle
Objectives
-differentiate between a rock and a mineral
-be able to conceptualize how one type of rock and become a different type through various processes
-use the text as a referance to gather knowledge and link to prior knowledge (minerals in rocks)
Instruction:
Opening
-Daily Teaser
-Pass in Homework and ask them to do a quick review in the text of the rock types. Ask for volunteers to explain the difference between a rock and a mineral (links to the past two lessons). Then ask if anyone know a type of rock leading into the student centered activity
Engagement
-Lab tables of 3 students who each research a different rock type; Igneous, Sedimentary, Metamorphic. They then have to teach their fellow students about each and organize their data into a foldable.
-Ask various students to describe the formation of each type of rock as a lead in to the rock cycle.
-Diagram the rock cycle and its relations between each rock type on the board. Hand out the Rock Cycle/ Rock Types Worksheet (CT provided resources). Have them complete the Rock Cycle Side in class to field questions on the concept.
Closure
-Review the uses of the foldable we made at the begging of class and tie it into helping them complete the homework assignment.
Igneous-molten material cools and solidifies; extrusive this happens at earths surface; intrusive this happens bellow earths surface
Sedimentary-sediments are squezzed over time and cemented together; clastic is from broken fragments of other rocks; Chemical is from minerals precipitating out of solutions; organic is by the result of organic processes
-Turn over Rock Cycle to homework side to review the rock types.
Assessment:
-Homework
-Foldable
-volenteering to describe a process to the class
-Worksheet (both sides)
Lesson Title: Rocks and their Cycle
State Standards(GSEs);
ESS1–3 Explain how internal and external sources of heat (energy) fuel geologic processes (e.g., rock cycle, plate tectonics, sea floor spreading);3a explaining how heat (produced by friction, radioactive decay and pressure) affects the Rock Cycle;3c investigating and using evidence to explain that conservation in the amount of earth materials occurs during the Rock CycleNational Standards:
Physical-Structure and properties of Matter; Interactions of Energy and MatterEarth & Space-Geochemical Cycles; Origin and Evolution of the Earth System
Context of Lesson:
This lesson introduces the various rock types and how they are formed. It gives the students' a chance to teach each other about the types and utilizes a foldable to organize what they learn. They will then go through the rock cycle and have a review sheet on the Rock Types and their Cycle for homework.Opportunities to Learn:
Depth of Knowledge
DOK 1- recall/reorganize any prior knowledge of rock types and the cycleDOK 2-Organize and represent data on rock types then compare the data collected
Prerequisite Knowledge
Basics of minerals that has been covered in previous classes to distinguish the difference between a rock and a mineral. Understand that some cycles of the earth do no move solely in one direction.Plans for Differentiating Instruction
visual representations of the rock cycle and samples of the rock typesAccommodations and modifications
unknownEnvironmental factors
Classroom lay-out in grouped lab tables, with chalkboard in front, teachers desk in one front corner and door in the other. Overhead and TV with VCR available to move for use on screen that pulls down in front of the blackboard.Materials
paper, pencil, scissors, notebook, textbook, blackboard, chalk, sample rock types, Worksheet on Rock Types/CycleObjectives
-differentiate between a rock and a mineral-be able to conceptualize how one type of rock and become a different type through various processes
-use the text as a referance to gather knowledge and link to prior knowledge (minerals in rocks)
Instruction:
Opening
-Daily Teaser-Pass in Homework and ask them to do a quick review in the text of the rock types. Ask for volunteers to explain the difference between a rock and a mineral (links to the past two lessons). Then ask if anyone know a type of rock leading into the student centered activity
Engagement
-Lab tables of 3 students who each research a different rock type; Igneous, Sedimentary, Metamorphic. They then have to teach their fellow students about each and organize their data into a foldable.-Ask various students to describe the formation of each type of rock as a lead in to the rock cycle.
-Diagram the rock cycle and its relations between each rock type on the board. Hand out the Rock Cycle/ Rock Types Worksheet (CT provided resources). Have them complete the Rock Cycle Side in class to field questions on the concept.
Closure
-Review the uses of the foldable we made at the begging of class and tie it into helping them complete the homework assignment.- Igneous-molten material cools and solidifies; extrusive this happens at earths surface; intrusive this happens bellow earths surface
- Sedimentary-sediments are squezzed over time and cemented together; clastic is from broken fragments of other rocks; Chemical is from minerals precipitating out of solutions; organic is by the result of organic processes
-Turn over Rock Cycle to homework side to review the rock types.Assessment:
-Homework-Foldable
-volenteering to describe a process to the class
-Worksheet (both sides)
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Unit Plan Page